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Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff form meaningful relationships with children when they start at the nursery. They gently encourage younger children to explore, using positive praise to help keep them motivated. Children respond to this by smiling and copying the actions staff make, such as banging on a drum to explore the sound it makes.

Babies form close bonds with staff, turning to them for comfort and reassurance when they need to.On the whole, children behave well. Staff use strategies indoors to promote positive behaviour.

For instance, they use sticker charts with pre-school children to encourage children to wait their turn as they put on hig...h-visibility jackets for a walk outdoors. Children walk sensibly to the nearby park and listen to staff, knowing what they expect from them as they walk along. However, once they arrive, staff do not talk to children about their expectations.

Additionally, the curriculum for outdoor learning is weak and inconsistent. This leads to older children having no clear guidance or purpose to their outing. This inconsistency between indoors and outdoors does not fully promote children's learning or understanding of what staff expect from them.

What does the early years setting do well and what does it need to do better?

The indoor curriculum is clearly organised to build on children's existing knowledge and skills. However, leaders have not considered the curriculum for outdoor learning as carefully. Therefore, there is often little purpose or focus to children's learning while they are outside.

As a result, some children become less engaged and unable to make the most of their learning opportunities.Despite older children moving safely from the nursery to the nearby park, staff do not clearly communicate their expectations to children once they arrive. This means that older children do not consistently understand the rules they need to follow while outside.

This leads to occasions where children choose to go off and explore things that interest them. Additionally, this places unnecessary burden on staff, as they have to spend time regrouping the children instead of building on their learning.Children of all ages enjoy spending time together.

Staff recognise the benefits of this to children's communication skills. They talk to children during mealtimes together, ensuring that babies are nearby in high chairs so that they can feel involved in the discussions that are taking place at the table.Leaders reflect on the provision and make changes as required.

They adapt the indoor learning environment to suit the evolving needs of children. For instance, they provide a dedicated sensory play area by the entrance to help children who struggle to transition at the start of the day. Planning systems have been adapted to minimise the workload for staff and support them to build on children's learning successfully.

Staff help children to make connections between their experiences. For instance, children create artwork for a display after reading a story. They show their creations to visiting adults proudly.

Staff then build on this further, and children sequence the story using pictures. This helps staff to accurately assess children's understanding of what they are learning about.Staff differentiate activities to support all children.

For instance, children join together for singing and dancing. Staff dance with babies, pointing to different body parts as they sing to them. Older children join in with actions, pointing to their body parts independently.

Staff extend this further, encouraging the most able children to replace words with noises as they point to the relevant body part at the same time.Some staff support children who speak English as an additional language to fully communicate their needs. They recognise key words that older children use in their native languages.

However, systems for younger children who cannot yet speak are not fully embedded. This limits their ability to communicate their needs effectively.Staff receive support and participate in regular staff meetings.

They complete the required training for their roles. However, due to the nursery being newly established, staff have not had the opportunity to complete and embed more focused training to develop their practice further.

Safeguarding

The arrangements for safeguarding are effective.

There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date consistently plan and deliver a purposeful outdoor curriculum to strengthen children's levels of engagement and build on their learning while outside 31/01/2025 ensure that staff clearly communicate their expectations and the rules in place to all children, especially when outside.31/01/2025 To further improve the quality of the early years provision, the provider should: develop consistent strategies to support all children who speak English as an additional language to communicate and build on their learning successfully support staff to complete highly focused professional development opportunities to help them strengthen their practice even further.